Social networking is a place where individuals can “construct a public or semi-public profile, articulate a list of other users with whom they share a connection, and view and traverse their list of connections and those made by others within the system” (Boyd & Ellison, 2007). With the increasing number of individuals worldwide using the Internet, social networking sites have become extremely popular. Internal safety and security is becoming a bigger and more important issue not just in schools, but in households as well. MySpace, Facebook, Twitter, and Cyworld are just a few of the social networking sites available to the public. Individuals of any age can create accounts and this is why parents need to be aware of what their children are accessing on the computer and what they are submitting on their “online profiles.” Even though these sites may be “fun,” they pose many dangers and risks to young adults. The Internet offers risk of “cyber bullying, exposure to inappropriate material, online predators, and revealing too much personal information” (Basic internet safety, 2001-2012). Most social networking sites “support the maintenance of pre-existing social networks, but others help strangers connect based on shared interests, political views, or activities” (Boyd & Ellison, 2007). Not only can individuals communicate with complete strangers, but they can provide personal information for the public to see. Social networking sites have you create yourself a profile containing personal information and allow you to upload a picture for your profile. All social networking sites have different rules, so you need to make sure you do your research before signing up and displaying your information. Facebook, for example, “has users who are part of the same network allow them to view each other's profiles, unless a profile owner has decided to deny permission to those in their network” (Boyd & Ellison, 2007).
Parents and teachers need to be aware of what their children and students access on the Internet and if they are a part of a social networking site, they should constantly monitor what their children are displaying on their profile. Students also need to be made aware the dangers of the Internet, strangers and their profiles, and appropriate items to place on their “profile or page.” Parents can enforce Internet safety by “establishing limits for which online sites children may visit and for how long” (Basic internet safety, 2001--2012). Netsmartz.org is a great website for families to access at home to review Internet safety rules. It provides tips, discussions starters and related activities for parents and students of all ages.
Teachers and schools should provide students in the classroom with Internet safety instructions and they should be reinforced at home. What you put on the Internet has the potential to never be erased. Closely monitoring your personal information and what you post can help ensure safety and security.
With the increasing use of technology and Internet in classroom, teachers and parents are worried that their children could be exposed to inappropriate images, words, animations, violence, etc. To help ease the worry of these dangers, acceptable use policies (AUPs) are put into effect in schools. The National Education Association states that a successful AUP must contain these six main elements: “a preamble, a definition section, a policy statement, an acceptable uses section, an unacceptable uses section, and a violations/sanctions section” ("Getting started on," 1996-2012).
“An AUP must be concise and clear, while at the same time covering the most important points about what users are, and are not, allowed to do with the IT systems of an organization” ("Acceptable use policy," 2012). The preamble should clearly state why the policy is needed and its goals. The definition section should define all key words in the policy. Any terms that could be confusing to parents and student should be defined to ensure comprehension. The policy statement must state what technological services are covered under this policy and the circumstances that the child can use the technology. For example, a school may base “student access to computer services on the completion of a "computer responsibility" class that will enhance student understanding of the AUP guidelines" ("Getting started on," 1996-2012). The acceptable uses section states what the student is allowed to do on while on the computer. If the policy states that the computer is only allowed for education purposes, this needs to be defined further to make the child well aware of Internet sites they can and cannot access. The unacceptable uses section clearly defines and gives examples of sites that students do not have access to and information that they cannot post. Make it clear that Internet sites that are not acceptable will be restricted from student use. Finally, the violations/sanction section states what will happen if the rules are broken or how to report someone breaking the AUP. For example, the AUP may “simply provide that violations will be handled in accordance with the school's general student disciplinary code" (Getting started on," 1996-2012).
A standard AUP has a place at the end of the document for students as well as their parents to sign stating they understand the policies and that the school will be responsible for those who break the rules. Parents need to be aware of the measures that school systems are taking to help protect children when they are using the Internet. There are many dangers associated with web browsing and social networking. Since parents cannot be at school to monitor what their children are and are not doing, AUPs help to ease the stress and worry of parents by protection and monitoring their Internet accessibility.
Netiquette is simply the “the etiquette of cyberspace” (Shea). When you enter cyberspace, you are in a different world: a world of technology. Whether you are communicating via email, texting, or other forms of interaction on the Internet, you need to remember to use the correct manners just as if you were speaking to the other individual in real life. You have to remember that on the other end of the technology is a real person and you might “offend people without meaning to or misunderstand what others say and take offense when it's not intended” (Shea).
Emailing is a quick way to reach someone but it is also a good way to make a bad impression (Cohen, 2012 p. 17). In this day and age, technology is becoming the main source of communication for work purposes and for recreation. When companies and businesses use technology for communication, they need to remember the proper etiquette and send messages in a professional manner. Research according to the except from Bloch’s article shows that managers in top notch corporations send short emails and take a long time to respond and had the most grammar and spelling mistakes. “Cyberspace allows for speech to be used for building social relationships, for creative play, or even for resistance, but it can also be used for harassment, what is often referred to as flaming” (Bloch, 2002). Individuals need to be careful of how they phrase their thoughts.
There are many tips for individuals who are using email, texting, and other ways to communication on the Internet. According to an article written by Erika Cohen, there are multiple tips that individuals can take when sending emails to display proper etiquette and ensure friendly responses. Avoid typing words and sentences in capital letter as some readers believe the sender is “yelling at them.” Go back and proofread before sending! Check your spelling and punctuation. This applies to texting as well. “Just because you are dealing with smaller keys is no excuse for suing eslang and abbreviations in professional correspondences” (Cohen, 2012). Don’t forget to have a greeting and a conclusion! Start your letter off by saying Dear Mrs./Mr. and end it by signing your name and any contact information that is needed. The email has a subject line for a reason; use it! Be detailed but yet concise in the subject so the reader has an idea of what the message will be about before opening it. The best advice of all is to use face to face interaction instead of emailing. As a nation, we have gotten to the point of where we rely too much on email (Cohen, 2012). Take the time to put down the phone and shut down the computer and remember what a personal, direct conversation is like.
Even though technology helps to make our lives easier in multiple ways, you cannot forget that we are all people and we can communicate directly. Cell phones and emailing have made it easier and faster for individuals to interact but it has also made us forget about good manners. Take the manners that you use every day in person and apply them to your cyberspace interactions.
Cyber Bullying is when a child, “preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child, preteen or teen using the Internet, interactive and digital technologies or mobile phones” ("Stop cyberbullying"). Cyber bullying is unfortunately a nationwide problem and parents, teachers, students, and the government are taking steps to stop this issue. According to the National Crime Prevention Center, “over 40% of all teenagers with Internet access have reported being bullied online during the past year” ("Cyber bullying statistics," 2008). Research findings also show that girls are more likely to be bullied than boys because they spend more time online than boys.
There are two different types of cyber bullying, direct attacks and cyber bullying by proxy. “Direct attacks are messages sent to kids directly and cyber bullying by proxy is when others help cyber bully the victim, either with or without the accomplice's knowledge” ("Stop cyberbullying"). Direct attacks can range from children hacking other children’s social networking accounts and harassing other children, to from threatening and harassing text messages. As social networking sites become more and more widely used, cyber bullying as the opportunity to increase. According to a recent study”, 58% of 4th through 8th graders reported having mean or cruel things said to them online compared to 53% who said that they have said mean or hurtful things to others while online” (“Cyber bullying statistics,” 2008). This shows that those who are victims of cyber bullying could be instigating or bullying others as well. As a nation, we need to work together to come up with solutions to this problem.
There are steps we can take to help prevent cyber bullying. First, children need to be accurately educated about the dangers and consequences of this issue. “Although kids are comfortable with technology, they are not necessarily knowledgeable about it—don’t confuse the two” (Englander & Schank, 2010). A booklet released by the government has hopes of provided an abundance of accurate information to parents and children about cyber safety. The booklet was titled “Net Cetera: Chatting with Kids About Being Online” and it “tells parents and teachers what they need to know to talk to kids about issues such as cyber bullying, sexting, mobile phone safety, and protecting the family computer” (Stansbury, 2009).
Parents need to be aware of what their children are doing on the Internet and monitor their children’s social networking accounts if they have one. “Only 15% of parents are “in the know” about their kids’ social networking habits” so if bullying were to be taking place, the parents would be unaware (“Cyber bullying statistics,” 2008). Children need to feel safe talking about the topic to their parents, whether they are doing something right or wrong, and realize that this is a very serious and important issue. Since the typed words that students send and post do not have a tone attached to them, other children can easy misinterpret their feelings. When this happens, children’s feelings get hurt and they feel angry and frustrated and it can cause them to act out. The best way to counter this is to teach them to “Take Five,” which means to put down the computer mouse and do something else for five minutes. By not reacting to their initial feelings of anger and taking the time to calm down, children can avoid becoming a cyber-bully themselves ("Stop cyberbullying"). Parents and educators need to take the time to explain safe and healthy options that children can turn to when they get mad. When children in this generation are faced with the choice between a difficult face-to-face conversation versus the ease of venting online, they might often conclude that it makes more sense to go electronic” (Englander & Schank, 2010). This often is the cause of many problems and rumors and instead of resolving the problem, they escalate it.
If students are victims of cyber bullying, schools should try to work with parents to mediate students’ discrepancies and plan for a way to help the students sort out their differences. There are other peaceful ways to combat threats and harassment. The government and school systems need to continue making progress and steps toward ending cyber bullying. Parents also need to continue playing an active role in their children’s life, on and offline.
("Stop Cyberbullying," 2012).
As teachers, we are taught to teach students the fundamental concepts that students need to learn as they move on to bigger and brighter things in their future. In order to do this, teachers spend ample amounts of time lesson planning and creating engaging lessons to ensure student success. By collect student data, teachers can get a sense of the student’s understanding of grade level concepts. Student data is the information that is compiled on students that may give insight to the student's academics and life in general. There are three ways to obtain data: from the classroom, from cumulative files of student work over the years, and from state tests (Adler, 2011).
In the classroom, teachers can give formal and informal assessments, assign projects, essays and exams, and observe their learning. The most important and useful variables of student data are exit tickets and brief quizzes to check for understanding. They are “low-stakes assessments” that gather information on the level that students are on and what direction they need to go next (Adler, 2011). Observing allows the teacher to be a “fly on the way” and observe the children in their learning environment. They observe the students’ interactions with others as well as they knowledge and comprehension of material. “Observation data then allow teachers to adjust pacing for the whole class or scaffold for those students who are still struggling” (Adler, 2011). High stakes assessments like exams allow the teacher to examine the class as a whole. If a majority of the class got low grades while a few students got high grades, this means the teacher did not cover the topic as well as they had thought and they need to go back and review the concepts again.
From using cumulative files, you can sometimes see a dramatic grade change from grade level to grade level and you can receive more personal and specific data than what you have at hand. If you have the opportunity as a teacher to get a more up close look at the student’s personal life and issues, you can help cater to their academic and personal needs and “set goals together for the child to improve academically” (Adler, 2011). Looking at old standardized test results is very beneficial to teachers and to students and parents as well, if they get the opportunity to view their results. The teacher, parents, and student can sit down together and set realistic goals for the upcoming year for the student to successfully aim to reach. Since the test reveals the level at which each student performed (advanced, proficient, basic and below basic) the teacher could use these levels to help with grouping. They could group the lower level students together for centers and reading groups or place higher level students in with some average level students to help them along. Finally, if you interpret the results and see that your above average students happened to score average on their standardize test, you could assume they might a nervous test taker. As a teacher, you could then give a brief pep talk or quick review of test strategies to the student to help lower anxiety and that could be all they need to succeed (Adler, 2011).
All three of these types of student data are found in classrooms nationwide. A good teacher uses a combination of all three of these types of way to collect data in the classroom to help increase success.
As the Internet continues to grow and become more popular, individuals, but especially children, need to be careful of what they post on social networking sites. From personal information to pictures of themselves, social networking that is unprotected and public for the world to see can have very dangerous consequences. To ensure privacy, parents should monitor their children’s Internet use and what they upload and post to networking sites. Children should also only post things that they feel comfortable with others seeing. Once it hits the Internet, there is a possibility that it cannot be removed.
Laws are in place that helps protect students at school. “The Children's Internet Protection Act requires that school districts develop an Internet safety plan addressing the unauthorized disclosure, use, and dissemination of personal identification information regarding minors” (Willard, 2002). Student records are personal and confidential. Many only companies try to offer schools their service so they can access the records online, electronically. School systems need to be very careful and make sure the companies and providing legitimate contracts because they are obligated to protect the student and their personal information. The teaching staff also needs to be careful transmitting student information via email. Students need to be made aware of the importance and instructions on personal privacy but they may disclose their information on websites or in messages. “The Internet use policy should restrict such disclosure in a manner that is appropriate to the age of the students and circumstances of disclosure” (Willard, 2002).
As learned above, AUP’s are also in place in school to secure protection. An agreement is signed between the parent and child that specifies what students can and cannot do while accessing the Internet at school. This helps shield students from inappropriate pictures, animations, and violence. With cyber bullying continuing to be a nationwide issue, the government and American citizens are working together to protect themselves from the harsh consequences that result from cyberspace. Teachers and parents need to educate students on the dangers and harms of the Internet and social networking to ensure they protect their personal information and have their private life remain private.
Ethical Issues:
Most social networking sites “support the maintenance of pre-existing social networks, but others help strangers connect based on shared interests, political views, or activities” (Boyd & Ellison, 2007). Not only can individuals communicate with complete strangers, but they can provide personal information for the public to see. Social networking sites have you create yourself a profile containing personal information and allow you to upload a picture for your profile. All social networking sites have different rules, so you need to make sure you do your research before signing up and displaying your information. Facebook, for example, “has users who are part of the same network allow them to view each other's profiles, unless a profile owner has decided to deny permission to those in their network” (Boyd & Ellison, 2007).
Parents and teachers need to be aware of what their children and students access on the Internet and if they are a part of a social networking site, they should constantly monitor what their children are displaying on their profile. Students also need to be made aware the dangers of the Internet, strangers and their profiles, and appropriate items to place on their “profile or page.” Parents can enforce Internet safety by “establishing limits for which online sites children may visit and for how long” (Basic internet safety, 2001--2012). Netsmartz.org is a great website for families to access at home to review Internet safety rules. It provides tips, discussions starters and related activities for parents and students of all ages.
Teachers and schools should provide students in the classroom with Internet safety instructions and they should be reinforced at home. What you put on the Internet has the potential to never be erased. Closely monitoring your personal information and what you post can help ensure safety and security.
(Abraham, 2010).
Resources:
- Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Retrieved from http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.htm
>2. Basic internet safety. (2001-2012). Retrieved from http://www.netsmartz.org/InternetSafety3. Abraham, C. (Producer). (2010). Facebook/twitter logo. [Print Photo]. Retrieved from http://chrisabraham.com/2010/12/24/34-stats-about-facebook-twitter-and-social-networking/
“An AUP must be concise and clear, while at the same time covering the most important points about what users are, and are not, allowed to do with the IT systems of an organization” ("Acceptable use policy," 2012). The preamble should clearly state why the policy is needed and its goals. The definition section should define all key words in the policy. Any terms that could be confusing to parents and student should be defined to ensure comprehension. The policy statement must state what technological services are covered under this policy and the circumstances that the child can use the technology. For example, a school may base “student access to computer services on the completion of a "computer responsibility" class that will enhance student understanding of the AUP guidelines" ("Getting started on," 1996-2012). The acceptable uses section states what the student is allowed to do on while on the computer. If the policy states that the computer is only allowed for education purposes, this needs to be defined further to make the child well aware of Internet sites they can and cannot access. The unacceptable uses section clearly defines and gives examples of sites that students do not have access to and information that they cannot post. Make it clear that Internet sites that are not acceptable will be restricted from student use. Finally, the violations/sanction section states what will happen if the rules are broken or how to report someone breaking the AUP. For example, the AUP may “simply provide that violations will be handled in accordance with the school's general student disciplinary code" (Getting started on," 1996-2012).
A standard AUP has a place at the end of the document for students as well as their parents to sign stating they understand the policies and that the school will be responsible for those who break the rules. Parents need to be aware of the measures that school systems are taking to help protect children when they are using the Internet. There are many dangers associated with web browsing and social networking. Since parents cannot be at school to monitor what their children are and are not doing, AUPs help to ease the stress and worry of parents by protection and monitoring their Internet accessibility.
Resources
1. Getting started on the internet: developing an acceptable use policy (aup). (1996-2012). Retrieved from http://www.educationworld.com/a_curr/curr093.shtml
2. Acceptable use policy. (2012, May 03). Retrieved from http://en.wikipedia.org/wiki/Acceptable_use_policy
Emailing is a quick way to reach someone but it is also a good way to make a bad impression (Cohen, 2012 p. 17). In this day and age, technology is becoming the main source of communication for work purposes and for recreation. When companies and businesses use technology for communication, they need to remember the proper etiquette and send messages in a professional manner. Research according to the except from Bloch’s article shows that managers in top notch corporations send short emails and take a long time to respond and had the most grammar and spelling mistakes. “Cyberspace allows for speech to be used for building social relationships, for creative play, or even for resistance, but it can also be used for harassment, what is often referred to as flaming” (Bloch, 2002). Individuals need to be careful of how they phrase their thoughts.
There are many tips for individuals who are using email, texting, and other ways to communication on the Internet. According to an article written by Erika Cohen, there are multiple tips that individuals can take when sending emails to display proper etiquette and ensure friendly responses. Avoid typing words and sentences in capital letter as some readers believe the sender is “yelling at them.” Go back and proofread before sending! Check your spelling and punctuation. This applies to texting as well. “Just because you are dealing with smaller keys is no excuse for suing eslang and abbreviations in professional correspondences” (Cohen, 2012). Don’t forget to have a greeting and a conclusion! Start your letter off by saying Dear Mrs./Mr. and end it by signing your name and any contact information that is needed. The email has a subject line for a reason; use it! Be detailed but yet concise in the subject so the reader has an idea of what the message will be about before opening it. The best advice of all is to use face to face interaction instead of emailing. As a nation, we have gotten to the point of where we rely too much on email (Cohen, 2012). Take the time to put down the phone and shut down the computer and remember what a personal, direct conversation is like.
Even though technology helps to make our lives easier in multiple ways, you cannot forget that we are all people and we can communicate directly. Cell phones and emailing have made it easier and faster for individuals to interact but it has also made us forget about good manners. Take the manners that you use every day in person and apply them to your cyberspace interactions.
Resources:
There are two different types of cyber bullying, direct attacks and cyber bullying by proxy. “Direct attacks are messages sent to kids directly and cyber bullying by proxy is when others help cyber bully the victim, either with or without the accomplice's knowledge” ("Stop cyberbullying"). Direct attacks can range from children hacking other children’s social networking accounts and harassing other children, to from threatening and harassing text messages. As social networking sites become more and more widely used, cyber bullying as the opportunity to increase. According to a recent study”, 58% of 4th through 8th graders reported having mean or cruel things said to them online compared to 53% who said that they have said mean or hurtful things to others while online” (“Cyber bullying statistics,” 2008). This shows that those who are victims of cyber bullying could be instigating or bullying others as well. As a nation, we need to work together to come up with solutions to this problem.
There are steps we can take to help prevent cyber bullying. First, children need to be accurately educated about the dangers and consequences of this issue. “Although kids are comfortable with technology, they are not necessarily knowledgeable about it—don’t confuse the two” (Englander & Schank, 2010). A booklet released by the government has hopes of provided an abundance of accurate information to parents and children about cyber safety. The booklet was titled “Net Cetera: Chatting with Kids About Being Online” and it “tells parents and teachers what they need to know to talk to kids about issues such as cyber bullying, sexting, mobile phone safety, and protecting the family computer” (Stansbury, 2009).
Parents need to be aware of what their children are doing on the Internet and monitor their children’s social networking accounts if they have one. “Only 15% of parents are “in the know” about their kids’ social networking habits” so if bullying were to be taking place, the parents would be unaware (“Cyber bullying statistics,” 2008). Children need to feel safe talking about the topic to their parents, whether they are doing something right or wrong, and realize that this is a very serious and important issue. Since the typed words that students send and post do not have a tone attached to them, other children can easy misinterpret their feelings. When this happens, children’s feelings get hurt and they feel angry and frustrated and it can cause them to act out. The best way to counter this is to teach them to “Take Five,” which means to put down the computer mouse and do something else for five minutes. By not reacting to their initial feelings of anger and taking the time to calm down, children can avoid becoming a cyber-bully themselves ("Stop cyberbullying"). Parents and educators need to take the time to explain safe and healthy options that children can turn to when they get mad. When children in this generation are faced with the choice between a difficult face-to-face conversation versus the ease of venting online, they might often conclude that it makes more sense to go electronic” (Englander & Schank, 2010). This often is the cause of many problems and rumors and instead of resolving the problem, they escalate it.
If students are victims of cyber bullying, schools should try to work with parents to mediate students’ discrepancies and plan for a way to help the students sort out their differences. There are other peaceful ways to combat threats and harassment. The government and school systems need to continue making progress and steps toward ending cyber bullying. Parents also need to continue playing an active role in their children’s life, on and offline.
("Stop Cyberbullying," 2012).
Resources:
- Stop cyberbullying. (n.d.). Retrieved from http://stopcyberbullying.org/index2.html
- Englander, E., & Schank, K. (2010, October 6). Reducing bullying and cyber bullying. eSchool News. Retrieved from http://www.eschoolnews.com/2010/10/06/reducing-bullying-and-cyberbullying/
- Stansbury, M. (2009, December 16). Feds release cyber safety booklet. eSchool News. Retrieved from http://www.eschoolnews.com/2009/12/16/ftc-doe-release-cybersafety-booklet/
- Cyber bullying statistics that may shock you!. (2008, August 27). Retrieved from http://www.cyberbullyalert.com/blog/2008/08/cyber-bullying-statistics-that-may-shock-you/
>5. (2012). Stop cyberbullying. (2012). [Print Photo]. Retrieved from http://20112022vg.wordpress.com/2012/04/04/cyber-bullying/
In the classroom, teachers can give formal and informal assessments, assign projects, essays and exams, and observe their learning. The most important and useful variables of student data are exit tickets and brief quizzes to check for understanding. They are “low-stakes assessments” that gather information on the level that students are on and what direction they need to go next (Adler, 2011). Observing allows the teacher to be a “fly on the way” and observe the children in their learning environment. They observe the students’ interactions with others as well as they knowledge and comprehension of material. “Observation data then allow teachers to adjust pacing for the whole class or scaffold for those students who are still struggling” (Adler, 2011). High stakes assessments like exams allow the teacher to examine the class as a whole. If a majority of the class got low grades while a few students got high grades, this means the teacher did not cover the topic as well as they had thought and they need to go back and review the concepts again.
From using cumulative files, you can sometimes see a dramatic grade change from grade level to grade level and you can receive more personal and specific data than what you have at hand. If you have the opportunity as a teacher to get a more up close look at the student’s personal life and issues, you can help cater to their academic and personal needs and “set goals together for the child to improve academically” (Adler, 2011). Looking at old standardized test results is very beneficial to teachers and to students and parents as well, if they get the opportunity to view their results. The teacher, parents, and student can sit down together and set realistic goals for the upcoming year for the student to successfully aim to reach. Since the test reveals the level at which each student performed (advanced, proficient, basic and below basic) the teacher could use these levels to help with grouping. They could group the lower level students together for centers and reading groups or place higher level students in with some average level students to help them along. Finally, if you interpret the results and see that your above average students happened to score average on their standardize test, you could assume they might a nervous test taker. As a teacher, you could then give a brief pep talk or quick review of test strategies to the student to help lower anxiety and that could be all they need to succeed (Adler, 2011).
All three of these types of student data are found in classrooms nationwide. A good teacher uses a combination of all three of these types of way to collect data in the classroom to help increase success.
Resources:
Laws are in place that helps protect students at school. “The Children's Internet Protection Act requires that school districts develop an Internet safety plan addressing the unauthorized disclosure, use, and dissemination of personal identification information regarding minors” (Willard, 2002). Student records are personal and confidential. Many only companies try to offer schools their service so they can access the records online, electronically. School systems need to be very careful and make sure the companies and providing legitimate contracts because they are obligated to protect the student and their personal information. The teaching staff also needs to be careful transmitting student information via email. Students need to be made aware of the importance and instructions on personal privacy but they may disclose their information on websites or in messages. “The Internet use policy should restrict such disclosure in a manner that is appropriate to the age of the students and circumstances of disclosure” (Willard, 2002).
As learned above, AUP’s are also in place in school to secure protection. An agreement is signed between the parent and child that specifies what students can and cannot do while accessing the Internet at school. This helps shield students from inappropriate pictures, animations, and violence. With cyber bullying continuing to be a nationwide issue, the government and American citizens are working together to protect themselves from the harsh consequences that result from cyberspace. Teachers and parents need to educate students on the dangers and harms of the Internet and social networking to ensure they protect their personal information and have their private life remain private.
Resources: